Bringing Out the Best in Teachers: What Effective Principals Do
"Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!"
Teachers reveal how principals can empower them to perform their best!
What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves.
New material in this revised edition compares the authors′ original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher′s-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to
Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers.
Resultados 1-5 de 21
... associated with effective school leadership. These include initiative, confidence, tolerance for ambiguity, analytic abilities, resourcefulness, vision, democraticparticipatory style, listening, problem centeredness, openness, time ...
... associated with the use of positive forms of influence with teachers rather than formal authority. Isherwood (1973) found that principals who demonstrate charisma, expertise, and human relations skills heighten teachers' loyalty to the ...
... associated with the use of praise are related directly to enhancing instructional performance and therefore stand an excellent chance of affecting both teaching and student learning (Blase & Blase, 2001, 2004; Leithwood, 1994). Praise ...
... associated with praise led to increased motivation. Increases in teacher motivation appear to have a direct effect on classroom practices and may also affect student learning (Leithwood & Jantzi, 2000). Teachers feel “inspired” and ...
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CHAPTER 8 POSITIVE USE OF FORMAL AUTHORITY
CHAPTER 9 MIRRORS TO THE POSSIBLE
CHAPTER 10 CONCLUSIONS CAVEATS AND CHALLENGES
RESEARCH METHODS AND PROCEDURES